Role of the educator in social software initiatives in further and higher education: A conceptualisation and research agenda     

Shailey Minocha  Andreas Schroeder  Christoph Schneider 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):889-903

Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the students' interactions with these tools) are instrumental in a social software initiative. To address this gap, we have developed a research agenda on the role of the educator in a social software initiative. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context. We have provided recommendations for further investigations. By developing a research agenda, we hope to stimulate research that creates a better understanding of the educator's situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in education.  相似文献   

The Relationships Between Paranormal Belief, Creationism, Intelligent Design and Evolution at Secondary Schools in Vienna (Austria)     

Erich Eder  Katharina Turic  Norbert Milasowszky  Katherine Van Adzin  Andreas Hergovich 《Science & Education》2011,20(5-6):517-534

The present study is the first to investigate the relationships between a multiple set of paranormal beliefs and the acceptance of evolution, creationism, and intelligent design, respectively, in Europe. Using a questionnaire, 2,129 students at secondary schools in Vienna (Austria) answered the 26 statements of the Revised Paranormal Belief Scale (R-PBS) and three statements about naturalistic evolution, creationism and intelligent design (ID). The investigated Austrian students showed an average R-PBS score of 82.08, more than 50% of them agreed with naturalistic evolution, 28% with creationism, and more than a third agreed with ID, the latter two closely correlated with each other. Females generally showed higher belief scores in the paranormal, creationism and ID. The agreement with naturalistic evolution correlated negatively with religious belief, but not with other paranormal beliefs, whereas the two non-scientific alternatives to evolution significantly correlated with both traditional and paranormal beliefs. Religious belief showed a significant positive correlation with other paranormal beliefs. All subscales of paranormal belief decreased during the eight grades of secondary school, as did acceptance of creationism and ID. However, the acceptance of naturalistic evolution did not correlate with age or grade. Possible reasons and implications for science education and the biology curriculum at Austrian secondary schools are discussed.  相似文献   

Preservice teachers’ knowledge of proof by mathematical induction   总被引：2，自引：1，他引：1  

Gabriel J. Stylianides  Andreas J. Stylianides  George N. Philippou 《Journal of Mathematics Teacher Education》2007,10(3):145-166

There is a growing effort to make proof central to all students’ mathematical experiences across all grades. Success in this goal depends highly on teachers’ knowledge of proof, but limited research has examined this knowledge. This paper contributes to this domain of research by investigating preservice elementary and secondary school mathematics teachers’ knowledge of proof by mathematical induction. This research can inform the knowledge about preservice teachers that mathematics teacher educators need in order to effectively teach proof to preservice teachers. Our analysis is based on written responses of 95 participants to specially developed tasks and on semi-structured interviews with 11 of them. The findings show that preservice teachers from both groups have difficulties that center around: (1) the essence of the base step of the induction method; (2) the meaning associated with the inductive step in proving the implication P(k) ⇒ P(k + 1) for an arbitrary k in the domain of discourse of P(n); and (3) the possibility of the truth set of a sentence in a statement proved by mathematical induction to include values outside its domain of discourse. The difficulties about the base and inductive steps are more salient among preservice elementary than secondary school teachers, but the difficulties about whether proofs by induction should be as encompassing as they could be are equally important for both groups. Implications for mathematics teacher education and future research are discussed in light of these findings.

George N. PhilippouEmail:

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On the influence of the architecture of poly(ethylene glycol)-based thermoresponsive polymers on cell adhesion     

Katja Uhlig  Bj?rn Boysen  Andreas Lankenau  Magnus Jaeger  Erik Wischerhoff  Jean-Fran?ois Lutz  André Laschewsky  Claus Duschl 《Biomicrofluidics》2012,6(2)

Thermoresponsive polymer surface coatings are a promising tool for cell culture applications. They allow for a mild way of cell detachment that preserves the activity of membrane proteins—a prerequisite for reliable cell analysis. To enlarge the application range of these coatings to cells with different adhesion properties, we synthesized various novel poly(ethylene glycol)-based thermoresponsive polymers and describe how (i) their chemical structure and (ii) their surface density affect their efficiency. In order to quantify the influence of both factors, the time for cell spreading and rounding efficiency were observed. As a result, efficiency of cell rounding, which is closely correlated to cell detachment, is less affected by both factors than the time needed for cell spreading. This time can effectively be adjusted by the molecular architecture which includes the length of the polymer backbone and the side chains. Based on this work, recommendations are given for future optimization of functionality of thermoresponsive polymer coatings for cell culture applications.  相似文献   

Clean and productive? Empirical evidence from the German manufacturing industry     

Christoph Böhringer  Andreas Ziegler 《Research Policy》2012,41(2):442-451

In view of the controversial policy debate on “green” growth and corresponding stimulus packages we empirically investigate the production effects of environmental investment as well as of environmental and energy expenditures. Using a panel dataset of German manufacturing sectors our econometric analysis identifies a positive impact of environmental investment on production growth. In contrast, our estimation results cannot support the hypothesis of positive production impacts induced by environmental or energy expenditures. We thus conclude that environmental regulation should in particular stimulate environmental investment in order to be compatible with the pursuit of production growth.  相似文献   

Mathematics for teaching: A form of applied mathematics     

Gabriel J. Stylianides  Andreas J. Stylianides 《Teaching and Teacher Education》2010

In this article we elaborate a conceptualisation of mathematics for teaching as a form of applied mathematics (using Bass's idea of characterising mathematics education as a form of applied mathematics) and we examine implications of this conceptualisation for the mathematical preparation of teachers. Specifically, we focus on issues of design and implementation of a special kind of mathematics tasks whose use in mathematics teacher education can support the development of knowledge of mathematics for teaching. Also, we discuss broader implications of the article for mathematics teacher education, including implications for mathematics teacher educators' knowledge for promoting mathematics for teaching.  相似文献   

Intercultural learning in English as foreign language instruction: The importance of teachers’ intercultural experience and the usefulness of precise instructional directives     

Kerstin Gbel  Andreas Helmke 《Teaching and Teacher Education》2010,26(8):1571-1582

The development of intercultural competence, especially in foreign language instruction, is considered a key goal of teaching in German schools. The present article sheds light on the teaching of intercultural topics in the context of English as a foreign language (EFL). It presents the results of an analysis of data from a larger study (DESI study – Assessment of Student Achievements in German and English as a Foreign Language) bringing the intercultural experience of teachers and observable aspects of instruction into focus. Videotapes of EFL-classroom instruction of 9th and 10th grade students are analyzed in order to assess characteristic of the implementation of intercultural topics. The study reveals the impact of teachers’ intercultural experience on the quality of their intercultural instruction. Furthermore, the results indicate that precise external directives for particular lessons can help teachers put intercultural topics into practice.  相似文献   

The effects of gallery and artist reputation on prices in the primary market for art: a note     

Susanne Schönfeld  Andreas Reinstaller 《Journal of Cultural Economics》2007,31(2):143-153

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Exploiting Hierarchy in Text Categorization   总被引：4，自引：3，他引：1  

Andreas S. Weigend  Erik D. Wiener  Jan O. Pedersen 《Information Retrieval》1999,1(3):193-216

With the recent dramatic increase in electronic access to documents, text categorization—the task of assigning topics to a given document—has moved to the center of the information sciences and knowledge management. This article uses the structure that is present in the semantic space of topics in order to improve performance in text categorization: according to their meaning, topics can be grouped together into meta-topics, e.g., gold, silver, and copper are all metals. The proposed architecture matches the hierarchical structure of the topic space, as opposed to a flat model that ignores the structure. It accommodates both single and multiple topic assignments for each document. Its probabilistic interpretation allows its predictions to be combined in a principled way with information from other sources. The first level of the architecture predicts the probabilities of the meta-topic groups. This allows the individual models for each topic on the second level to focus on finer discriminations within the group. Evaluating the performance of a two-level implementation on the Reuters-22173 testbed of newswire articles shows the most significant improvement for rare classes.  相似文献   

Modellierung von deterministischer Software in Simulink     

Gerald Stieglbauer und Andreas Werner 《Informatik - Forschung und Entwicklung》2005,19(4):189-193

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